Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Abstract

U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 Ò ). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are nonELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.

Pengembangan Pembelajaran Blended Pada Mata Kuliah Ahara Yoga Semester II di IHDN Denpasar

“…Kalantarrashidi, dkk (2015) juga menyatakan bahwa penerapan blended learning dapat membuat kepuasan siswa lebih tinggi jika dibandingkan dengan pembelajaran konvensional dan pembelajaran online saja. Hal ini sejalan dengan penelitian yang dilakukan oleh Kazakoff, dkk (2017) dalam penelitiannya juga menyatakan bahwa pendekatan pembelajaran blended yang memadukan aktivitas pembelajaran online dan digital akan meningkatkan hasil belajar siswa secara signifikan. Penelitian yang dilakukan oleh Albiladi dan Khlood (2019) menyatakan bahwa banyak manfaat yang didapatkan jika menerapkan pembelajaran blended, tidak hanya pada hasil belajar tetapi pada lingkungan belajar yang menyenangkan.…”

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

“…Garrison and Vaughan (2008) echo this sentiment when they said that "blended learning is the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies" (p. 148). As interest in participating in the global technology-based economy has increased, blended learning for young children has increased in popularity worldwide (Al Mosawi & Wali, 2015;Aparicio et al, 2017;Fleck, 2012;Jachin & Usagawa, 2017;Kazakoff et al, 2018;Saritepeco & C¸akır, 2015;Schechter et al, 2015) as more countries acquire regular, consistent access to the internet and digital devices there is potential for even more growth.…”

“…Kundu et al (2020) in a recent study have empirically established blended learning potential in enhancing students' learning engagement in elementary level. To make blending learning work well in specific contexts, teachers should experiment with and modify specialized classroom routines and organizations in their blended learning classrooms (Kazakoff et al, 2018). Teachers should also highlight their personal strengths in classroom designs for blended learning to fit their pedagogical goals (Kazakoff et al, 2018), for example, a teacher with children who like playing Minecraft V R could incorporate elements from the game (e.g., the focus on building worlds and avoiding creepers) into the blended learning system of the class (Aparicio et al, 2017;Tucker et al, 2017).…”

“…To make blending learning work well in specific contexts, teachers should experiment with and modify specialized classroom routines and organizations in their blended learning classrooms (Kazakoff et al., 2018). Teachers should also highlight their personal strengths in classroom designs for blended learning to fit their pedagogical goals (Kazakoff et al., 2018), for example, a teacher with children who like playing Minecraft® could incorporate elements from the game (e.g., the focus on building worlds and avoiding creepers) into the blended learning system of the class (Aparicio et al., 2017; Tucker et al., 2017). Although there have been numerous arguments as to why teachers should implement blending learning, researchers have also cautioned teachers on several fronts.…”

Can educational technology effectively differentiate instruction for reader profiles?

“…Core5 was implemented as a supplemental, technologybased instructional program. For additional information about the implementation of Lexia Core5 Reading in this sample, see Kazakoff, Macaruso, and Hook (2018). On average, students spent 20-80 min weekly in the online component of Core5, and approximately 60-120 min daily in offline instruction (i.e., Treasures and/or Core5).…”